§ 67. Among the eminent men who were drawn to Yverdun were some who afterwards did great things in education, as _e.g._, Karl Ritter, Karl von Raumer the historian of education, the philosopher Herbart, and a man who was destined to have more influence than anyone, except perhaps Pestalozzi himself—I mean Friedrich Froebel. Ritter’s testimony is especially striking. “I have seen,” says he, “more than the Paradise of Switzerland, for I have seen Pestalozzi, and recognised how great his heart is, and how great his genius; never have I been so filled with a sense of the sacredness of my vocation and the dignity of human nature as in the days I spent with this noble man.... Pestalozzi knew less geography than a child in one of our primary schools, yet it was from him that I gained my chief knowledge of this science; for it was in listening to him that I first conceived the idea of the natural method. It was he who opened the way to me, and I take pleasure in attributing whatever value my work may have entirely to him.” § 68. At this time we read glowing accounts of the healthy and happy life of the children; and throughout Pestalozzi never lost a single pupil by illness. With a body of very able assistants, instruction was carried on for ten hours out of the twenty-four; but in these hours there was reckoned the time spent in drill, gymnastics, hand-work, and singing. The monotony of school-life was also broken by frequent “festivals.” § 69. And yet the Institute had taken into it the seeds of its own ruin. There were several causes of failure, though these were not visible till the house was divided against itself. § 70. First, Pestalozzi based the morality and discipline of the school on the relations of family life. He would be the “father” of all the children. At Burgdorf this relation seemed a reality, but it completely failed at Yverdun when the Institute became, from the number of the pupils and their differences in language, habits, and antecedents, a little world. The pupils still called him “Father Pestalozzi,” but he could no longer know them as a father should know his children. Thus the discipline of affection slowly disappeared, and there was no school discipline to take its place.